This paper introduces the special section on Cora Diamond’s significance for education and educators. The introduction is meant to be the beginning of a conversation, and—to that end—the special section editors suggest lines of connections that philosophers of education might draw between their work and the work of Cora Diamond. Their list is not meant to be exhaustive, but it is meant to suggest Diamond’s far-reaching significance for education and educators.

As technology's frontiers advance, we acquire the capacity to alleviate the aspects of suffering and sorrow that are caused by our genetic programming, while also inviting unwelcome side consequences. CRISPR (Clustered Regularly Interspaced Short Palindromic Repeats), a bacterial defense system with genome editing capabilities, is now being implemented to startling results. It is being used to correct for harmful mutations by permanently altering genes, promising to eliminate defects in whole species. Advantages notwithstanding, and apart from insufficiently considered dangers precipitated by (...) the well‐intended technology, there are other moral issues to consider. What does existence look like in which humans become resistant to experiencing genetic defects? We can welcome medical innovation's reduction of undue hardship, but is there a threshold past which a permanently improved version of us makes us ineligible to participate in the human condition? This essay offers a theological and Aristotelian critique of using CRISPR for extensive human gene editing, arguing that it is our imperfections, including susceptibility to disease, decline due to aging, and the ephemerality of joy, which make us human. (shrink)

Moral constructions of suicide are deliberately avoided in contemporary suicidology, yet morality persists, little or imperfectly acknowledged, in its practices and in the policies, discourses, and instruments that it underpins. This study used narrative methodologies to examine the normative force of suicidology and its implications for persons who had engaged in an act of nonfatal suicidal behavior. I interviewed a convenience sample of twelve persons from two inner–urban community mental health centers who were receiving crisis and case management services after (...) a recent act of nonfatal suicidal behavior. Interviews focused on events leading up to and after participants’ suicidal behavior; the responses their suicidal behavior generated in others, including family, friends, and the health professionals caring for them; and cultural views of suicide more broadly. Analysis of these interviews revealed that, although participants’ narratives were broadly consistent with a number of recognizable, canonical story formats common to our cultural repertoire of stories of suicide, they also revealed important tensions, divisions, conflicts, and challenges to contemporary suicidological discourse and practice. Despite evidence to suggest that biomedical understandings of suicide provided some therapeutic benefit to participants, they did not address important social and moral dimensions of human life or explore their connection to suicidal behavior—aspects of the suicidal event that were critical to its causation and to its retelling and “resolution.” The results of this study provide important insights into the moral features of suicidal behavior, the moral and ethical implications of suicide research, and the limitations of moral and ethical discourse in suicidology. (shrink)

Contemporary approaches to the study of suicide tend to examine suicide as a medical or public health problem rather than a moral problem, avoiding the kinds of judgements that have historically characterised discussions of the phenomenon. But morality entails more than judgement about action or behaviour, and our understanding of suicide can be enhanced by attending to its cultural, social, and linguistic connotations. In this work, I offer a theoretical reconstruction of suicide as a form of moral experience that delineates (...) five distinct, yet interrelated domains of understanding: the temporal, the relational, the existential, the ontological, and the linguistic. Attention to each of these domains, I argue, not only enriches our understanding of the moral realm but also provides a heuristic for examining the moral traditions and practices that constitute contemporary understandings of suicide. (shrink)

A prominent trend in moral philosophy today is the interest in the rich textures of actual human practices and lives. This has prompted engagements with other disciplines, such as anthropology, history, literature, law and empirical science, which have produced various forms of contextual ethics. These engagements motivate reflections on why and how context is important ethically, and such metaethical reflection is what this article undertakes. Inspired by the work of the later Wittgenstein and the Danish theologian K.E. Løgstrup, I first (...) describe one of the ways in which context plays a central role with regard to ethical meaning and normativity. I then examine how ‘context’ is to be defined, and finally I discuss some of the questions which arise when giving context prominence in ethics – namely, how to delimit the scope of relevant context, the relevant traits of a particular context and what ‘the ethical’ is. (shrink)

A prominent trend in moral philosophy today is the interest in the rich textures of actual human practices and lives. This has prompted engagements with other disciplines, such as anthropology, history, literature, law and empirical science, which have produced various forms ofcontextual ethics. These engagements motivate reflections on why and how context is important ethically, and such metaethical reflection is what this article undertakes. Inspired by the work of the later Wittgenstein and the Danish theologian K.E. Løgstrup, I first describe (...) one of the ways in which context plays a central role with regard to ethical meaning and normativity. I then examine how ‘context’ is to be defined, and finally I discuss some of the questions which arise when giving context prominence in ethics – namely, how to delimit the scope of relevant context, the relevant traits of a particular context and what ‘the ethical’ is. (shrink)

Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.This paper claims that it is possible to (...) construct a view of educational research as a form of rational and disciplined inquiry that does not depend on any underpinning spectator theory of knowledge. Nor, the paper claims, does it imply any underpinning foundational principles of rational action and choice. Rather it implies a form of disciplined conversation in which reasons for action are scrutinised, critiqued and modified without resort to foundational principles of rationality. Drawing particularly on the work of John Dewey, Richard Rorty and Amartya Sen, the paper casts educational research as a practical science—a form of action research—that is underpinned by a democratic conception of rationality. In doing so, it contrasts educational research, shaped by a pragmatic theory of knowledge, with research on education that is shaped by a spectator theory. (shrink)

Like works of literature, thought experiments present fictional narratives that prompt reflection in their readers. Because of these and other similarities, a number of philosophers have argued for a strong analogy between works of literary fiction and thought experiments, some going so far as to say that works of literary fiction are a species of thought experiment. These arguments are often used in defending a cognitivist position with regard to literature: thought experiments produce knowledge, so works of literary fiction can (...) too. This article concedes that works of literary fiction can be put to use in thought experiments, but not in a way that is helpful to the cognitivist. In particular, it draws three disanalogies in the ways we engage critically with thought experiments and with literary fictions. First, we use thought experiments to make arguments; second, we read thought experiments in strongly allegorical terms; and third, the terms of criticism we apply to thought experiments and to works of literature differ. Although these disanalogies present problems for the cognitivist position, they also give us a sharper picture of the distinctive educative potential of works of literary fiction. (shrink)

The Law is a grim, unsmiling thing, Not Justice, though. Justice is witty and whimsical and kind and caring.Rohinton Misuy, A Fine Balance;When the South Carolina Supreme Court upheld the conviction and twelve-year sentence of Regina McKnight, it affirmed that state 's commitment to bring the full force of the law to the punishment of pregnant women who use drugs. Prosecutors linked the delivery of Ms.McKnight 's stillborn baby to her use of cocaine, and argued successfully for a finding of (...) homicide by child abuse. The McKnight judgment follows the South Carolina Supreme Court decision in the case of Cornelia Whitner. Whitner was sentenced to prison for illegal drug use during pregnancy on the grounds that the viable fetus is a child under the state s criminal child endangerment statute.On the basis of constitutional concerns such as due process and privacy, worries that criminal prosecutions may thwart public policy goals such as keeping families together and promoting the health of women and children, and findings that legislatures did not intend to include the fetus in the scope of drug laws or child abuse and neglect laws, criminal prosecution has been resisted in most jurisdictions. (shrink)

The Law is a grim, unsmiling thing, Not Justice, though. Justice is witty and whimsical and kind and caring.Rohinton Misuy, A Fine Balance;When the South Carolina Supreme Court upheld the conviction and twelve-year sentence of Regina McKnight, it affirmed that state 's commitment to bring the full force of the law to the punishment of pregnant women who use drugs. Prosecutors linked the delivery of Ms.McKnight 's stillborn baby to her use of cocaine, and argued successfully for a finding of (...) homicide by child abuse. The McKnight judgment follows the South Carolina Supreme Court decision in the case of Cornelia Whitner. Whitner was sentenced to prison for illegal drug use during pregnancy on the grounds that the viable fetus is a child under the state s criminal child endangerment statute.On the basis of constitutional concerns such as due process and privacy, worries that criminal prosecutions may thwart public policy goals such as keeping families together and promoting the health of women and children, and findings that legislatures did not intend to include the fetus in the scope of drug laws or child abuse and neglect laws, criminal prosecution has been resisted in most jurisdictions. (shrink)

While we are familiar with socialist and fascist aesthetics, liberalism is not usually thought to permit a political role for literature. Nussbaum has attempted to fill this lacuna. She sketches a “liberal aesthetics” by linking three aspects of literature to her normative proposal. The representation of suffering is connected to the capability approach; the presentation of ethical dilemmas to political liberalism; and the reaction of pity to legal and political judgment. Literature is thus hoped to contribute to the stability of (...) liberal democracies. For over 25 years, individual works by Nussbaum on the value of literature have been critiqued on aesthetic grounds: for not dealing with form, for denying the polyphony of texts, for having a limited conception of readerly identification, and for using an elitist and generically limited selection of material. As of yet, no criticisms have, however, considered the full oeuvre of Nussbaum’s defense of literature, and none have examined this aspect of her work in light of her political philosophy. By placing the aesthetic and political aspects of Nussbaum’s work in conversation, this article investigates the proposed relationship between literature and liberalism. It argues that each component of Nussbaum’s liberal aesthetics contains a political danger: foreclosing discussion of intergenerational responsibility; obscuring questions about which doctrines are permissible in the public sphere; and encouraging stereotypes of marginalized people. Literature, understood like this, may risk exacerbating present tensions within liberalism, rather than bolstering its stability. (shrink)

Country music has not gotten much attention in philosophy. I introduce two philosophical issues that country music raises. First, country music is simple. Some people might think that its simplicity makes country music worse; I argue that simplicity is aesthetically valuable. The second issue is country music’s ideal of authenticity; fans and performers think that country should be real or genuine in a particular way. But country music scholars have debunked the idea that country authenticity gets at anything real; widespread (...) ideas about country authenticity are rooted in a racist and fabricated picture of country music. In discussing these two issues, I highlight the importance of community in country music. (shrink)

Two years after the death of his small son, Ralph Waldo Emerson famously wrote of the experience, "I cannot get it nearer to me" (CW 3:29). Most readers have been troubled by this remark, reading it as a sign that Emerson's relationship to grief and even to his son was disturbingly oblique, and the predominant response has been that it demonstrates he was detached, cold, and disconnected in the service of his transcendental philosophy.1 Such a response is grounded in the (...) tacit assumption that philosophy seems to be, or to call for, some intellectually grounded transcendence of the personal, whether the personal is whimsical or fatal. Emerson himself worried at times that he was too cold, too intellectual, even as .. (shrink)

Personal narratives can let us in on aspects of reality which we have not experienced for ourselves, and are thus important sources for philosophical reflection. Yet a venerable tradition in mainstream philosophy has little room for arguments which rely on personal narrative, on the grounds that narratives are particular and testimonial, whereas philosophical arguments should be systematic and transparent. I argue that narrative arguments are an important form of philosophical argument. Their testimonial aspects witness to novel facets of reality, but (...) their argumentative aspects help us to understand those facets for ourselves. My argument takes the form of a case study of the exemplary narrative argument penned by Rachel Moran, a former prostitute who uses her experiences to argue that prostitution amounts to sexual abuse. We’ll see that narrative arguments can enjoy expository Advantages over analytic ones. (shrink)

Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us (...) the opportunity to engage imaginatively and sympathetically with diverse characters and scenarios in a safe protected space that is created by the fictional world. By practising what Nussbaum calls a ‘loving attitude’, her version of ethical attention, we can form virtuous habits that lead to phronesis (practical wisdom). In this paper, and taking compassion as an illustrative focus, we examine the ways that students’ moral education might usefully develop from engaging with narrative artworks through Philosophy for Children (P4C), where philosophy is a praxis, conducted in a classroom setting using a Community of Inquiry (CoI). We argue that narrative artworks provide useful stimulus material to engage students, generate student questions, and motivate philosophical dialogue and the formation of good habits which, in turn, supports the argument for philosophy to be taught in schools. (shrink)

In this paper, I offer a defence of aesthetic education in terms of aesthetic experience, claiming that aesthetic experience and art appreciation is a vital component of a flourishing life. Given schools have an important role to play in helping prepare young people for their adult lives, it is crucial they should consider how best to equip students with the means to achieve a flourishing life. It is on these grounds I defend arts education as compulsory across the curriculum. In (...) order to adopt this position, I firstly critically engage with two competing defences of including the arts on the curriculum on the basis of firstly, the role art has to play in supporting self-expression, and secondly, a defence of the arts in relation to their role in supporting moral improvement. After explaining why these arguments fail to do the work required to defend aesthetic education as thoroughly as is needed, I turn to the defence based on aesthetic experience because it allows for a defence of the arts to be made on the basis of art’s distinctive value. (shrink)

In a recent paper, James Edwin Mahon argues that literary artworks—novels in particular—never lie because they do not assert. In this discussion note, I reject Mahon’s conclusion that novels never lie. I argue that a central premiss in his argument—that novels do not contain assertions—is false. Mahon’s account underdetermines the content of literary works; novels have rich layers of content and can contain what I call ‘profound’ assertions, and ‘background’ assertions. I submit that Mahon therefore fails to establish that novels (...) never lie. (shrink)

Ethical perception involves seeing what is ethically salient about the particular details of the world. This kind of seeing is like informed judgment. It can be shaped by what we know and what we come to learn about, and by the development of moral virtue. I argue here that we can learn to see food justice, and I describe some ways to do so using three narrative case studies. The mechanism for acquiring this kind of vision is a “food justice (...) narrative” that is particular and concrete. These kinds of stories are counter narratives to a popular and dominant “script” about food that disguises the identity of people who eat, and obscures how constraints on free choice are created by particular lived circumstances. Food justice narratives specify the social and political location of individual people who are trying to nourish themselves. Once this contextual surround is included we are in a position to ask why this person, in this set of circumstances, is impeded in their access to nutritious food. This is not a question we are likely to consider if we leave out the identity of food consumers. Food justice narratives are forward looking as well because they bring into clearer focus what actions and kinds of social activism are appropriate responses to constraints on free choice. (shrink)

This volume recreates the received notion of reflective equilibrium. It reconfigures reflective equilibrium as both a cognitive ideal and a method for approximating this ideal. The ideal of reflective equilibrium is restructured using the concept of discursive strata, which are formed by sentences and differentiated by function. Sentences that perform the same kind of linguistic function constitute a stratum. The book shows how moral discourse can be analyzed into phenomenal, instrumental, and teleological strata, and the ideal of reflective equilibrium reworked (...) in these terms. In addition, the work strengthens the method of reflective equilibrium by harnessing the resources of decision theory and inductive logic. It launches a comparative version of decision theory and employs this framework as a guide to moral theory choice. It also recruits quantitative inductive logic to inform a standard of inductive cogency. When used in tandem with comparative decision theory, this standard can aid in the effort to turn the undesirable condition of reflective disequilibrium into reflective equilibrium. (shrink)

In the aftermath of national or international tragedies, appeals for action such as, “Never Forget” or “Never Again” are ubiquitous. Theodor Adorno makes a similar call in the wake of the Holocaust, proclaiming that all education should be focused on the prevention of another genocide. While most would agree with such a statement, practically how do we respond to such a call, specifically in light of Adorno’s work? Answering this question is at the heart of this project and I argue (...) that imaginative memorials can fulfill Adorno’s criteria for post-Auschwitz education. I first present a theory of moral imagination by relying on contemporary accounts of the theory and then show how it complements Adorno’s work, specifically by offering an explanatory foundation to a number of his claims. I reveal that many of Adorno’s observations about the world are supported by recent advancements in the understanding of imagination and I argue that the combination of contemporary accounts of moral imagination and Adorno’s thought are mutually beneficial. After the two theories have been sufficiently discussed and integrated, I focus on Adorno’s arguments regarding education following Auschwitz. Adorno argues that we should investigate how such a horror could occur, and the people who committed the acts of genocide. Such information will be helpful for the prevention of another Auschwitz because we can attempt to overcome the values and ideas of those who perpetrated genocide. This dissertation is unique and of philosophical importance because it fleshes out Adorno’s discussion of the characteristics that led to the Holocaust and argues for a specific form of education that meets all of the criteria of Adorno’s post-Auschwitz education: memorials that stimulate the visitor’s imagination. In order to make this point, I highlight specific Holocaust memorials that are imaginative and argue for their efficacy. My goal for the project is to actualize Adorno’s post-Auschwitz education initiative through imaginative memorials. (shrink)

In this dissertation I examine the topics of ethics, religion, and their relationship in the work of Charles Taylor. I take Taylor's attempt to confront modern disenchantment by seeking a kind of re-enchantment as my guiding thread. Seeking re-enchantment means, first of all, defending an `engaged realist' account of strong evaluation, i.e., qualitative distinctions of value that are seen as normative for our desires. Secondly, it means overcoming self-enclosure and achieving self-transcendence, which I argue should be understood in terms of (...) transcending a `lower' mode of selfhood for a `higher' one in concern for `strong goods'. One of the main issues that Taylor raises is whether re-enchantment requires theism for its full adequacy. He advances - often as `hunches' - controversial claims regarding the significance of theism (1) for defending strong evaluative realism and (2) for motivating an ethic of universal human concern. I seek to fill out his hunches in terms of a theistic teleological perspective that is centered on the `telos of communion'. I argue that such a view is important for overcoming the problem of what Bernard Williams calls the `radical contingency' of ethical beliefs, which seems to undermine their normative authority. However, I argue that if a non-theistic view of cosmic purpose (e.g., Thomas Nagel's view) can be regarded as a viable option, then it could also help to address this problem and support a kind of re-enchantment. Taylor also advances the controversial view that (3) there is an ineradicable draw to `transcendence' in human life in connection to the quest for the meaning of life. Here he opposes certain mainstream theories of secularization that see it as a process involving the ineluctable fading away of the relevance of religion. I seek to fill out and defend Taylor's view in this matter. Besides providing a reading of Taylor's work as a whole and advancing further some of the issues he raises, I also examine his general evaluative framework based on his account of strong evaluation. In doing so I show how he provides a distinct and important perspective among contemporary moral philosophers. (shrink)

Philosophical games are games designed to invite players to think philosophically within (and about) their gameworlds. They are interactive fictions allowing players to engage with philosophical themes in ways that often set them apart from non-interactive kinds of speculative fictions (such as philosophical novels or thought experiments). To better understand philosophical games, this entry proposes to distinguish two primary ways in which a philosophical game can approach its themes: dialectically or rhetorically.

In this thesis I discuss personal identity as it relates to authoritative contexts. I show how these contexts confer meaning on personal and cultural narratives, which in turn confer meaning on facts and knowledge claims. I outline three conceptions of the self and sublime, and address the implications of these for education. In conclusion I isolate a common product of all three perspectives---unconditional love---and recommend a 'will to positive description' as a necessary and desirable pedagogical goal.

In this paper, I argue that the different understandings of “harmony”, which are rooted in ancient Greek and Chinese thought, can be recapitulated in the name of “dialectic harmony” and “ambiguous harmony” regarding the representation of the beautiful. The different understandings of the concept of harmony lead to at least two kinds of aesthetic value as well as ideality – harmony in conciliation and harmony in diversity. Through an explication of the original meaning and relation between the concept of harmony (...) and beauty, we can learn more about the cosmo-metaphysical origins in Western and Eastern aesthetics, with which we may gain insights for future aesthetics discourse. (shrink)

This thesis explores the ethical impact of literary narrative fictions on the reader. It does so by focusing mainly on the reading experience since one of the main claims of the thesis is that literary narrative fictions are co-products of the author and the reader. In that sense the aforementioned impact cannot be understood without taking into account the creative acts of the reader. The exploration is carried out by focusing on three scholars whose investigations on the problem of literary (...) experience can be read as complementary works. In the first chapter I descriptively lay out Roman Ingarden’s investigation on the ontological and structural character of the literary work of art along with his phenomenological inquiry into the cognition of this work. By examining his basic claims about the nature of the literary work of art and its cognition, I discuss the ontological incompleteness of these works which necessitates the active role of the reader in giving the work its final shape. In the second chapter I focus upon Wolfgang Iser’s reader-response theory. Iser’s theory goes parallel to Ingarden’s in the sense that they both accept the openness of the work to the creative acts of the reader. Iser, however by his notions of depragmatization, negation and negativity suggest us a two-way traffic between the fictional work and the reader. Through the reading proses, by virtue of the negations and de-pragmatizations, the work invites the reader to reflect on the familiar norms it represents and suggest to her a new model to understand the real world. In this way, while giving a shape to the work, the reader is also shaped by it. The third chapter addresses the phenomenological hermeneutics of Paul Ricoeur. By exploring his notion of “narrative identity” as a mediator between the ipse and idem identities, my aim is to show the influence of the literary fictional narratives in understanding the identity of the individual subject as a temporal, historical, and intersubjective being. It is only through this understanding that we can construe the subject in her ethical identity. I will also focus on Ricoeur’s notions of “emplotment,” and “threefold mimesis,” which implies the active role of the reader in realizing the literary narrative fiction, so that I can reveal how fictional narratives enhance the notion of narrative identity. (shrink)

Images share a common feature with all phenomena of imagination, since they make us aware of what is not present or what is fictional and not existent at all. From this perspective, the philosophical approach of Kendall Lewis Walton—born in 1939 and active since the 1960s at the University of Michigan—is perhaps one of the most notable contributions to image theory. Walton is an authoritative figure within the tradition of analytical aesthetics. His contributions have had a considerable influence on a (...) broad range of topics, such as the role of categories in the understanding of the arts (Walton, “Categories of Art”. Philosophical Review, 79(3): 334–367, 1970), the ambiguous nature of emotions in the experience of fictional stories (Walton, “Fearing Fictions”. The Journal of Philosophy, 75(1): 5–25, 1978), the transparency of photographic images compared to other depictions (Walton, “Transparent Pictures: On the Nature of Photographic Realism”. Noûs, 18(1): 67–72, 1984) and, above all, the development of a general theory of fiction as imaginative activity. His 1990 book Mimesis as Make-believe: On the Foundations of the Representational Arts collects and re-elaborates articles Walton published on the subject since the 1970s. Though he does not attempt to give a definitive answer for what imagination is, Walton thoroughly investigates its role in all cases of representational works, describing depictions as a specific case of “make-believe” activity: images, in short, are specific props of a visual and perceptual “make-believe” game. (shrink)

The aim of this article is to examine and defend videogame cognitivism (VC). According to VC, videogames can be a source of cognitive successes (such as true beliefs, knowledge or understanding) for their players. While the possibility of videogame-based learning has been an extensive topic of discussion in the last decades, the epistemological underpinnings of these debates often remain unclear. I propose that VC is a domain- specific brand of aesthetic cognitivism, which should be carefully distinguished from other views that (...) also insist on the cognitive or educational potential of videogames. After these clarifications, I discuss and assess different broad strategies to motivate VC: propositionalism, experientialism, and neocognitivism. These map the different ways in which videogames can prove epistemically valuable, showing them to be, respectively, sources of propositional knowledge, experiential knowledge, and understanding. I eventually argue that neocognitivism is a particularly promising and yet underexplored way to defend VC. (shrink)

This thesis contextualises academic writing in EAP (English for Academic Purposes) and subjects it to an interdisciplinary (educational and philosophical) analysis in order to argue that what makes writing academic are its socio-academic practices and values, not its conventional forms. In rejecting dominant discourses that frame academic writing as a transferable skill which can be reduced to conventional forms, I show that academic writings are varied and evolve alongside changing writer agencies and textual environments. This accounts for the emergence of (...) a diverse academic writing landscape that enacts diverse socio-academic practices and that does not reduce writing to predictable static surface features. My methodology resists traditional disciplinary classifications and is in line with the reflective and interpretative approaches associated with the humanities. Rather than ‘filling a gap’ in academic writing research, I challenge writing conventions in EAP by questioning assumptions. This is because EAP is influential in shaping discourses about academic writing and, as such, it must not mislead students and practitioners about the evolving purposes, forms and possibilities for academic expression. The thesis is divided into three parts, each containing two chapters. Part 1 is concerned with explaining what academic writing is in EAP and how EAP can misrepresent it. Part 2 delves into the history of writing and literacy to tease out the ideologies shaping writing practices. Part 3 proposes a model based on philosophical theories of mind and sociology that lays the foundation for a macro theory of academic writing and a future writing pedagogy. The model re-imagines academic writing as an affordance within a non-linear, emergent and complex social open system. This system can be referred to as an organic unity and requires a shift from conceiving writing as a ‘transferable skill’. When re-imagined as an affordance, change and diversity in academic writing practices become possible. (shrink)

This paper attempts to reconcile two apparently opposed ways of thinking about the imagination and its relationship to literature, one which casts it as essentially concerned with fiction-making and the other with culture-making. The literary imagination’s power to create fictions is what gives it its most obvious claim to “autonomy”, as Kant would have it: its freedom to venture out in often wild and spectacular excess of reality. The argument of this paper is that we can locate the literary imagination’s (...) complementary power of cultural articulation in this fictional activity. The suggestion is that we should conceive of the literary imagination as expressing its interests in culture not mimetically but by producing a certain kind of meaning. This meaning is irreducibly narratological, and understanding it helps us to see the role of narrative in bringing into harmony the literary imagination’s interests in both the imaginary and the real. (shrink)

This thesis expands upon the discussions of Martha Nussbaum regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which (...) characterizes the person of practical reason as one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general. (shrink)

This thesis explores the meaning and educational implications of respect in liberal multicultural democracies. Significantly, I examine respect from a philosophical perspective as a civic virtue, and hence as a central aim of civic education.

This dissertation is based around conceptual conflicts introduced by the notion of rewilding and the challenges rewilding poses to place and cultural landscapes. Rewilding is a recent conservation strategy interested in the return of wilder, less human-managed environments. Often presented as an antidote to increasingly homogenized, organized, and managed environments, rewilding deliberately opens up space for the return of wild nature, typically by removing human elements that have obstructed or diminished its free reign or by reintroducing locally extinct species to (...) re-activate trophic cascades. There is, however, an increasing awareness that rewilding in many places will threaten cultural landscapes that are prized for their human meanings and histories. This dissertation does not attempt to resolve this conflict but instead takes a hermeneutic interest in it and tries to understand better what is at stake in such a conflict. This is attempted by means of a hermeneutic detour through the concepts of place and of wilderness, and ultimately the dissertation argues that instead of understanding rewilding simply as undermining notions of place, we should understand rewilding itself as placemaking. This conceptual work is informed by actual cases of rewilding and an examination of the conflicts arising out of the various modes of placemaking rewilding performs. Three modes of placemaking are demonstrated: wilderness placemaking, experimental placemaking, and place-regenerative placemaking. Taken in total, these reveal ways in which rewilding confronts us with relations with nonhuman others and with questions of belonging and not belonging that are increasingly at issue. (shrink)

This dissertation examines the idea of _ethical revaluation_ — taking things we normally see as good for our flourishing and seeing them as neutral or bad, and vice versa — in the Mahāyāna Buddhist thinker Śāntideva. It shows how Śāntideva’s thought on the matter is more coherent than it might otherwise appear, first by examining the consistency of Śāntideva’s own claims and then by applying them to contemporary ethical thought. In so doing, it makes four significant contributions. Śāntideva claims that (...) property and relationships are bad for us because they promote attachment, and that others’ wrongdoing is good for us because it allows us to generate patient endurance. Yet he also urges his readers to give property to others, and to prevent their wrongdoing. Is he caught in contradiction? The dissertation argues that he is not, because giving to others is not intended to benefit them materially, but rather to produce beneficial mental states in them, and preventing wrongdoing is intended to benefit the wrongdoer and not the victim. In both cases, Śāntideva emphasizes individual action in a way that makes social or political action more difficult to justify. The dissertation’s first contribution is to show how this interpretation of Śāntideva contrasts notably with standard presentations of Mahāyāna ethics. Its second contribution is to refute claims that Buddhists have no normative ethics. Śāntideva’s resolutions of these apparent contradictions also have relevance for contemporary ethical thought. Martha Nussbaum argues against an ethical revaluation similar to Śāntideva’s, on the grounds that such a revaluation makes it contradictory to argue for providing goods to others, preventing others’ wrongdoing or engaging in political action. Śāntideva’s views show that ethical revaluation is a more sustainable position than these criticisms of Nussbaum’s would imply; if it is to be rejected, it must be rejected on other grounds. To show this point is the dissertation’s third contribution. The fourth contribution is methodological; by finding similarities of concern and differences of opinion between Śāntideva and a contemporary thinker, it helps bridge the gap between normative and comparative religious ethics. (shrink)

This thesis is an investigation of the relationship between education, freedom and the teaching self. Adopting the paradigm of qualitative research, it integrates an autobiographical perspective in which, drawing on the author's experience and perceptions of the shortcomings of traditional teaching attitudes and practices, the thesis aims to explore concepts and approaches which identify possible educational alternatives. The writings of educational philosopher, Maxine Greene, provide the theoretical framework for this study. Based on central themes identified in her work, a theoretical (...) analysis of the principal concepts of freedom, community, imagination, narrative and identity is provided. (shrink)

In the following pages, I make an argument on behalf of “wisdom education,” i.e., an approach to education that emphasizes the development of better thinking skills as well as socialization and the development of students’ sense-of-self. Wisdom education can best be facilitated through dialogical interactions that encourage critical reflection and modification of one’s presuppositions. This account presupposes that wisdom is given to dialectical forces. While the paper is primarily theoretical, it touches upon my work as a teachers’ educator, which almost (...) always utilizes dialogical pedagogies in the belief that these pedagogies are potent platforms for better learning and thinking and thus are more meaningful and transformative. (shrink)

Relatar lo ocurrido como invención: una introducción a la filosofía de la ficción contemporánea ofrece al lector en castellano una magnífica oportunidad para familiarizarse con algunos aspectos centrales de la filosofía del lenguaje contemporánea y sus implicaciones para la teoría de la ficción. García-Carpintero recorre los argumentos fundamentales en favor y en contra de cada una de las posiciones relevantes, y nos propone finalmente un análisis alternativo de la norma de la ficción y una teoría neofregeana de los términos referenciales (...) que logra esquivar algunas objeciones tradicionales. Esta discusión incluye, no obstante, dos objeciones a su norma de la ficción: una se refiere a las formas de la conciencia que esa norma presupone y la otra a la naturaleza del interés que suscitan los proyectos imaginativos vinculados a las obras de ficción. (shrink)

Can fictional literature help us lead better lives? This essay argues that some works of literature can help us both change our personal narratives and develop new narratives that will guide our actions, enabling us to better achieve our goals. Works of literature can lead us to consider the hypothesis that we might beneficially change our future-oriented, personal narratives. As a case study, this essay considers Ben Lerner’s novel, 10:04, which focuses on humans’ ability to develop new narratives, and which (...) articulates a narrative that takes into account both everyday life and large-scale issues like the global, environmental crisis. (shrink)

Despite the numerous examples throughout history, the study of secular spirituality in art was mostly ignored until recently by contemporary writers, critics, historians, philosophers and educators. In my thesis, through the examination of selected images and writings, I determine how a differentiation between doctrinal and secular spirituality can be established. The importance of a rooted cosmopolitan outlook with respect to cross-cultural artistic manifestations is explored with the aim of synthesizing spiritual elements that transcend all cultures. The political, social and educational (...) implications of ignoring spirituality are examined. A proposal to incorporate spirituality into education is introduced using art as a means to self-knowledge and understanding the implications of interconnectedness. (shrink)

Computer technology has become an integral part of daily life. From online banking and shopping to email and instant messaging, cyberspace is increasingly woven into the fabric of our everyday lives. The mouse, the monitor and keyboard are all a part of the interfacing devices that over time become extensions of our bodies as we “surf” through graphical user interfaces. Icons patterned together in a mosaic on our screens link to infinite possibilities. We can visit museums, chat with family and (...) friends around the world, not to mention shop to have virtually anything we want shipped to our door. What happens to notions of infinity and transcendence when they are conflated with cyberspatial matrices? Does cyberspatial disembodiment allow us to transcend ourselves or does it blind us from the notion that transcendence in a box is not transcendence at all? (shrink)